development of instructional design for computer …

www.ijcrt.org © 2021 IJCRT | Volume 9, Issue 9 September 2021 | ISSN: 2320-2882

IJCRT2109135 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org b237

DEVELOPMENT OF INSTRUCTIONAL

DESIGN FOR COMPUTER BASED CONCEPT

MAPPING AND ITS EFFECTIVENESS ON THE

ATTAINMENT OF CONCEPTS IN SCIENCE OF

SECONDARY SCHOOL STUDENTS.

Dr. Rosy S Fernandes

Assistant professor

K B College of Education, Kumta, Uttara Kannada, Karnataka.

Abstract

This study was an attempt at designing an instructional strategy, using Computer Based Concept Mapping

(CBCM) instruction, to study the effect of Computer Based Concept Mapping Instructional Strategy on the

Attainment of Concepts in Science of Secondary School Students. CBCM is an instructional strategy of

teaching that can be used in the class room by the teachers in teaching different disciplines. It enables the

learner to graphically structure the knowledge in to hierarchically organized concepts through a Computer

Based Software namely INSPIRATION. ‘Inspiration’ is widely used software for CBCM which is designed

specifically for Computer Based education. The present Research was Experimental in nature involving pre-

test, post-test, 2×3 factorial design. A Concept attainment test constructed by the Investigators and validated

by experts was used to collect the data from the sample consisting of 72 students studying in 9th standard .

The two treatment groups had student strength of 36 in each; both the groups were matched on intellectual

capacity. On the basis of their intelligence, each group was further split into Above-Average, Average, and

Below Average consisting of 9, 18 and 9 students respectively. The 2-way Analysis of Variance (ANOVA)

was employed for the purpose of analysis of data. Findings of this research revealed that: CBCM

Instructional Strategy was more effective than the Conventional Instructional Strategy in improving the

Attainment of Concepts in science of Secondary School Students. The performance on Attainment of

concepts of students at different levels revealed that; Above-Average students performed significantly better

than Average and Average students performed significantly better than Below Average.

Keywords: Computer Based Concept Mapping Instructional Strategy, Conventional Strategy and Attainment

of Concepts.

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Introduction:

Technology creates real-world learning experiences to make education more effective, efficient, and

engaging. Learning of Science concepts is not an easy task. Attainment of concepts requires deliberate effort

on the part of the learner. Use of an appropriate strategy or method in the learning of concepts in Science

helps in the accurate attainment of concepts. This study attempted to provide a unique learning experience to

students, to develop Concept Maps using technology for improving Attainment of Concepts and enhance

their learning outcomes in Science.

Concept maps were developed in 1972 in the research program of Joseph D. Novak at Cornell University

where he wanted to follow and understand changes in children’s knowledge of science. Concept maps are

graphical tools used to represent the organized knowledge. They include concepts, linking line and linking

words that specify the relationship between the two concepts. Concept maps are helpful to introduced new

science concepts to students; they embark on a cognitive process of constructing meaning and making sense

by consciously and subconsciously adding these new ideas with their previous knowledge. Concept maps

provide a unique graphical view of how students organize, connect, and analyze content. Modern technology

has given us an opportunity to improve traditional Concept Mapping with the help of Computer as an aid in

the process of Concept Mapping. CBCM is an Instructional Strategy designed by the investigator that helps

the learners to organize information through visual aids. It is a student centric learning tool and it enhances

the Concept Attainment capabilities of Students. There are a number of Concept Mapping tools available

today. ‘INSPIRATION’ is one such CBCM tool used in the present study.

Review of related literature

CBCM has been extensively used as teaching, learning and evaluating tool in different disciplines. In Science

Asan, A. (2007) Conducted a research on” Concept Mapping in Science Class: A Case Study of fifth grade

students.” experimental group was treated through Inspiration, which is computer based concept mapping

tool. The findings revealed that, Concept Mapping has a evident impact on student achievement in science

classes. Kwon, S. Y. (2007) conducted a research on “Using Computers to Individually-generate vs.

Collaboratively generate Concept Maps.” The findings discovered that, the Students who generated concept

maps by self scored more. Rao, M. P. (2004) conducted a study on “Effect of Concept Mapping in Science

on Science Achievement, Cognitive Skills and Attitude of Students”. The study discovered that, the

experimental group performed better then the control group on the achievement test, process skills and

concept attainment test.

In Biological science Chang, K.E., Sung, Y.T., & Chen, S.F. (2001) conducted a study on "Learning through

CBCM with scaffolding aid.” The study discovered that, the ‘construct-on-scaffold’ had better effect for

learning biology. Mayer, J. R. (2012) conducted a study on "Effects of using the concept attainment model

with inductive Reasoning with high school biology students." The results indicated that, students’

understanding of the biology concepts and thinking skills increase by the use of the concept attainment

model. Royer, R. & Royer, J. (2004) conducted a study on “Comparing Hand Drawn and Computer




Generated Concept Mapping.” The results revealed that, the group using the computer, created more

complex maps than the group that used paper/pencil. From the synthesis of the reviewed studies it is

observed that, CBCM is undoubtedly an effective practice for Concept Attainment. But very little effort has

been done to use CBCM in teaching Science Content in the Indian context although the teachers were aware

of the present trends in Science teaching.

Objectives

1. To develop CBCM instructional strategy to enhance Attainment of Concepts in Biological Science of

Secondary School Students.

2. To study the effectiveness of CBCM Instructional Strategy over Conventional Strategy(CS) in

enhancing Attainment of Concepts in Biological Science of Secondary School Students.

3. To study the effect of CBCM Instructional Strategy over CS in enhancing Attainment of concepts in

Biological Science of Secondary School Students in terms of Above-Average, Average and Below

Average Intelligence levels.

4. To study the interaction between treatments (CBCM & CS) and levels of students based on Intelligence

(AA, A & BA) in enhancing Attainment of concepts in Biological Science of Secondary School

Students.

Hypothesis

H01: There is no significant difference between the CBCM Instructional Strategy and CS in improving

Attainment of Concepts in Biological Science of Secondary School Students.

H02: There is no significant difference between the Above-Average, Average and Below Average

Intelligence levels of Secondary School Students Attainment of Concepts in Biological Science improved

through CBCM Instructional Strategy and CS.

H03: There is no significant interaction effect between the treatments (CBCM & CS) and levels of students

based on Intelligence (AA, A & BA) with reference to Attainment of Concepts in Biological Science of

Secondary School Students.

Methodology / Procedures

DEVELOPMENT OF COMPUTER BASED CONCEPT MAPPING INSTRUCTIONAL STRATEGY

In this study, CBCM Instruction Material was developed by the researcher on the basis of Joseph D Novak’s

Concept Mapping by using Inspiration Software to improve the Attainment of Concepts in Science of

secondary school students.

Characteristics of Instructional strategy

Online Resource: The Instruction material makes use of Gmail server which enables a student to create

Gmail account and to download the Inspiration software that is available for the free trial.

Computer Based: This instruction material is completely Computer Based, so the necessary concept

maps can be created using components available on internet.




Multimedia experience: It allows audio, video, multimedia files and attachments to be added to the

concept maps as and when required. This can be achieved with the help of the search engines available on

the internet.

Easy and user friendly: This is specially designed for high school students. Hence it has been designed

to be easy to access and user-friendly.

Flexibility: The Instructional Material is flexible and thus gives freedom to the teacher as well as pupils to

perform their respective roles efficiently.

Variety: A number of activities/options are available to facilitate the students to participate actively and

master the technique of Computer Based Concept Mapping and complete the practical work given by the

instructor.

Active learning: Provision made for promoting motivation throughout the learning and hence the learner

is always busy and active.

Practice: Learner is lively throughout the learning session, practicing variety of activities.

Guidance: The ‘Inspiration’ tool is so well designed that a video demonstration provides initial guidance

about how to build Concept Maps. The teacher plays a role of facilitator during different sessions

emancipated in the tool.

Self-paced learning: Post the Introduction session, the pupils can continue self-paced learning depending

upon his grasping capability. ‘Inspiration’ can be used anywhere anytime.

Selection of the Subject Matter

The investigator thoroughly reviewed the Science Curriculum of the Karnataka State Secondary Education

Board. After going through the syllabus and text book of standard Nine and understanding the nature of the

syllabus the researcher has selected an appropriate unit from the Biological Science of 9th Class. A unit on

“Classification of Living Organisms” was carefully chosen for the application of Computer Based Concept

Mapping Instructional Strategy.

Content Analysis

In the content analysis a unit of class nine ‘Classification of Living Organisms’ was classified into five

Kingdoms Monera, Protista, Mycota, Plantae and Animalia. Kingdom Animalia was further classified into

eight Phylums Porifera, Coelenterata, Platyhelminthes, Aschelminthes, Annilida, Arthropoda, Mollusca and

Echinodermata.

Outline of Instructional Material

The CBCM Instructional strategy developed includes three types of lessons (4 Introductory lessons +12

Demonstration lessons +12 Practice lessons = 28 lessons) each lesson contains time duration1½ hr.




I. Introductory lessons: the purpose of these lessons was to introduce Concept Mapping, Creating

Gmail Account which is essential for establishing Webspiration Classroom Account. This allows

downloading a free trial free Webspiration Classroom through which the Construction of Computer Based

Concept Mapping is done. Four Introductory lessons were planned.

Lesson 1: Introduction to Concept Mapping

Lesson 2: Creating Gmail Account

Lesson 3: Creating Webspiration Classroom Account

Lesson 4: Webspiration Classroom - Construction of Concept Maps

II. Demonstration lessons: Twelve demonstration lessons were planned as per the content analysis.

Lesson 5: Kingdom Monera

Lesson 6: Kingdom Protista

Lesson 7: Kingdom Mycota

Lesson 8: Kingdom Animalia

Lesson 9: Phylum Porifera

Lesson 10: Phylum Coelenterata

Lesson 11: Phylum Platyhelminthes

Lesson 12: Phylum Aschelminthes

Lesson 13: Phylum Annilida

Lesson 14: Phylum Arthropoda

Lesson 15: Phylum Mollusca

Lesson 16: Phylum Echinodermata

III. Practice lessons: Each demonstration lesson was followed by the practice lesson, so twelve practice

lessons were planned.

Outline of Instructional material for Introductory and Demonstration lessons

The Introductory and the Demonstration lessons contained four steps: I. Initiation

II. Development III. Practice and IV. Evaluation and the approximate time limit for each component of the

lesson on an average is 10 min, 30 min, 40 min and 10 minutes respectively

Outline of Instructional Material for Practice lesson.

Each Practice lesson contained two steps:

I. Students of CBCM Strategy group created the Computer based Concept Maps individually for each topic

assigned through http://www.webspirationclassroom.com

II. Students individually filled the worksheet by choosing the correct answers from the given option

Approximate time limit for each step on an average is 1 ¼ hr and ¼ hr respectively.




Preparation of Instructional Transcripts

An initial draft of Instructional Material was prepared keeping the Content Analysis in mind in terms of

concepts selected from Biological Science. The investigator visited various libraries, browsed through the

Science classroom and Concept Mapping educational websites, interacted with Educational researches to

collect literature required for the development and to collect required information to make the Instructional

Material ‘text and graphical’ oriented. The written transcripts of 28 lessons were then refined by referring it

to the experienced subject experts.

Try out of CBCM Instruction Strategy: Six trial lessons (four introductory lessons, two demonstration

lessons followed by two practice lessons) were given by the researcher for Standard IX students of a selected

school other than the experimental school in order to know the validity of Computer Based Concept Mapping

Instructional Strategies in real classroom settings and to know the probable difficulties the researcher or

students may face. This experience gave the researcher an idea regarding the approach to be followed in

presenting Initiation, Development, and time required for Practice and Evaluation. It also gave an idea to

calculate the approximate time limit to complete one lesson.

Transcripts

Twenty eight Instructional transcripts were prepared by the researcher. The sample lesson transcripts of

Computer Based Concept Mapping Instructional Strategy are are given below

Sample Demonstration lesson

PHYLUM PORIFERA

CLASS: IX DURATION: 1½hr

………………………………………………………………………………………………

LEARNING CONTENT: phylum Porifera

Positive Examples

Negative Examples

Essential attributes

Non-attributes

Creating Computer Based Concept Map of phylum Porifera with the

help of Inspiration software.

OBJECTIVES: Students will,

Acquire the concept of phylum Porifera.

Identify the examples and non-examples of phylum Porifera.

Identify the essential and non-attributes of phylum Porifera.

Create the Computer Based Concept Map of phylum Porifera with the help of Inspiration software.




INSTRUCTIONL

EVENTS

TEACHING LEARNING ACTIVITY PUPILS RESPONSE

Initiation Preparation of Computer Based Concept map Based

on the previous knowledge.

Let us create a Concept map of ‘Classification of

Kingdom Animalia ‘by using Webspiration Classroom.

Q: How many phyumla’s are there in Kingdom

Animalia?

Q: Name the eight phylum’s of Kingdom Animalia ?

This is the Concept Map of classification of Kingdom

Animalia.

Let us study about Examples, Non-example, Essential

and non-essential attributes of phylum Porifera.

Ans: Eight phylum’s

Ans: kingdom Monera

Phylum Proifera

Phylum Coelenterata

Phylum Platyhelminthes

Phylum Aschelminthes

Phylum Annilida

Phylum Arthropoda

Phylum Mollusca

Phylum Echinodermata

Development Examples and non- Examples of phylum Porifera

Q: Give examples for phylum Porifera.

Sponges are Positive Examples of phylum Porifera.

Positive Examples Contain attributes (important

character) of concept (Porifera).

Q: Give non examples for phylum Porifera.

Hydra and Obelia are Negative/ Non- Examples for

phylum Porifera because these organisms do not

Contains attributes (important character) of concept

Ans: Sponges.

Ans: Hydra, Obelia




(Porifera).

The following Computer Based Concept map shows

more “Examples and Non-example of phylum Porifera.”

Q: What difference do you find in between the

Examples and Non-example of phylum Porifera in the

above map?

The minute pores present on the body surface of

Porifera are called Ostia.

This is one of the essential attribute of phylum Porifera

Let us see about Essential attributes of phylum Porifera

Essential attributes of phylum Porifera

Teacher explains what an Essential attribute is.

Identify the following parts in the given figure of

Sycon-

Ostia, osculum, spongocoel, spicules, coenocytes.

These are essential attributes of phylum Porifera.

Because of these characteristics ‘sycon’ is included

under phylum Porifera.

The following Computer Based Concept map shows the

Students observe and

readout the names of

Examples and Non-

example of phylum

Porifera.

Ans: Members of

phylum Porifera have

Pores on the body

surface and in the non-

examples pores are

absent.

Students identify- Ostia,

osculum, spongocoel,

spicules, coenocytes in

the given figure of

Sycon




“Essential attributes of phylum Porifera.”

Refer the given Concept Map answer the following

questions.

Q: What is Ostia?

Q: What is osculum?

Q: What is spongocoel?

Q: What are spicules?

Pupil answers with the

help of Concept map of

“Essential attributes of

phylum Porifera.”

Ans: Ostia are minute

pores present on the

body surface of sponges

through which water

enters into the body.

Ans: Osculum is a large

opening of Sycon,

through which water

exits.

Ans: Spongocoel is

central body cavity of

sycon.




Spicules are microscopic needle like structures present

on the surface of the body. Their function is protection.

Q: What are coenocytes?

Coenocytes are flagellated color cells lined inside the

surface of the body. Helpful in food capturing.

Ans: Spicules are

microscopic needle like

structures.

Ans: Coenocytes are

flagellated color cells.

Practice Create a Computer based Concept Map of Phylum

Porifera in groups. (Resources: text book and Internet)

Students creates the

Computer based

Concept Map of

Phylum Porifera in

groups.

Evaluation * Choose the correct answer.

1. The members of Phylum Porifera are commonly

known as

a. Sponges

b. Fungi

c. Nematodes

d. Corals

2. Special stinging cells present in Phylum Porifera are

a. Flame cells

b. Cnidoblasts

c. Tentacles

Ans:

a. Sponges

Ans:

d. Choanocytes




Sample Practice lesson

PHYLUM PORIFERA

CLASS: IX DURATION: 1 ½hr

OBJECTIVES: Students will,

Create the Computer Based Concept Map of Phylum Porifera with the help of Inspiration software

Activity: Read the content related to phylum Porifera in your text book and individually develop the

Computer Based Concept Map of phylum Porifera with the help of Inspiration software.

Computer Based Concept Map of phylum Porifera should contain “Examples, Non-example, Essential

attributes and Non-Essential attributes.

Sample of Computer Based Concept Map of phylum Porifera developed by students in practice lesson.

d. Choanocytes

3. In sponges the body wall is lined with minute pores

are called as

a. Ostia

b. Osculum

c. Cnidoblasts

d. Choanocytes

4. A large opening of Sycon, through which water exits.

a. Ostia

b. Osculum

c. Cnidoblasts

d. Choanocytes

Ans:

a. Ostia

Ans:

b.Osculum




WORK SHEET




SOLVED WORK SHEET

Research design

The pre-test, post-test, 2×3 factorial design was used in the study. It is diagrammatically represented below.

Table 1: Schematic Representation of Treatments and Levels

Factor (FB)

Levels

Factor (FA)

Treatments

Intelligence

L1

(Above-Average)

L2

(Average)

L3

(Below Average)

Inst

ruct

ional

Str

ateg

y

CBCM Instructional Strategy.

(T1)

n(9)

T1 L1

n(18)

T1 L2

n(9)

T1 L3

Conventional Instructional

Strategy. (T2)

n(9)

T2 L1

n(18)

T2 L2

n(9)

T2 L3

Sample

The sample consisted of 72 students within the age group 14 to15 studying in Standard Nine. Based on their

Intelligence Scores, matched pairs were identified and distributed into two treatment groups with 36 cases in

each group. On the basis of their intelligence each group was further divided into 3 levels as Above-Average,

Average, and Below Average consisting of 9, 18 and 9 students respectively.

Tools used

Standardized Intelligence test developed by J C Raven, was used for the classification of groups and

levels of students (Above-Average, Average and Below-Average).

The data was collected by using the Concept Attainment test developed by the researcher. It consisted

of 40 items. The content validity was constituted by expert rating. The coefficient of consistency found




by the split half method was 0.95. The concurrent validity co-efficient of 0.64 was found against the

external creation, the concept Attainment test developed by Anuradha Joshi.

Procedure of the study

Both the groups were taught by a single teacher on the same dates to avoid the inter-personal and intra

personal variation. The two groups were pretested on Attainment of Concepts in Biological Science. The

experimental treatment involved in the teaching of a selected unit in Biological Science namely,

“Classification of living organisms” of standard nine. Each lesson was of one and half hour time period. The

total fifteen lessons were taught by using CBCM Instructional Strategy to the experimental group of students.

Meanwhile, the students of Control group were taught the same lessons by using CS. Immediately after the

completion of the treatment both the groups were Post- tested on Attainment of Concepts in Biological

Science.

Delimitations

CBCM Instructional Strategy can be applied to any subject, at any level. In the present study, the

background of the investigator has enabled its application to Biological Science at Secondary School

level.

CBCM Instructional Strategy can be applied for different types of instruction. In the present study, it is

applied to Group instruction as it is suitable to the Indian context.

The study was confined to the teaching of Science for 9th standard students of English medium.

CBCM Instructional Strategy involved the use of software namely ‘INSPIRATION’.

Results and Discussion

In order to test the hypotheses, 2-way Analysis of Variance was used. Since the samples were of equal size,

Fmax test was employed to test the Homogeneity of Variance for each criterion variable under consideration.

As the obtained Fmax value (2.8) is less than the Tabled value (6.4) at 0.01 level, it implies that the groups are

Homogeneous.

Further application of 2-way Analysis of Variance involved the calculation of degrees of freedom and F-

ratio. The following Table-2 gives the summary of Analysis of Variance pertaining to Attainment of

Concepts in Science.

Table –2: Summary Table of ANOVA Pertaining to Attainment of Concepts

Sources of Variation Df SS MS

(SS/df)

F Significance

P<0.01

Treatments (A)

Levels(B)

Interaction(A X B)

Within Groups (Error)

2-1

3-1

1 X 2

71-5=66

2875.35

349.46

39.68

661.17

2875.35

174.73

19.84

10.02

287.03

17.44

1.98

Significant

Significant

Not Significant

Total 72-1 3925.66




1. Instructional Strategy (Treatment FA)

The obtained F-value with respect to Factor FA is found to be 287.028 and the corresponding table value is

7.051 with df 1 and 66 at 0.01 level. Since the obtained FA value is greater than the tabled F-value, the value

is significant and hence, the null hypothesis (H01) is rejected. Thus, the alternative hypothesis H1 is accepted.

H1: There is a significant difference in between the effect of CBCM Instructional Strategy and CS on

Attainment of Concepts in Science of Secondary School Students.

From the above Table -2, it is revealed that: There is evidence at 0.01 level that the levels of the group, type

of Instructional Strategies differ. Therefore, treatment groups lead to statistically significant results on the

test of Attainment of Concepts in Science. The following table is used to interpret the results.

Table–3: Group Means and Grand Means on Gain Scores of Experimental and Control Groups of Above-

Average, Average and Below Average students on Attainment of Concepts in Science

Treatment groups

Levels

CBCM CS Grand Mean Mean Difference

L1 (Above Average) 25.33 13 19.17 12.33

L2 (Average) 22.22 8.28 15.25 13.94

L3 (Below Average) 18.22 7.89 13.06 10.33

Grand Mean 21.92 9.72 15.82 12.2

There is strong evidence at the 0.01 level that the Instructional Strategies differed in how effective they

were. The F- value indicates a statistically significant difference, but it did not indicate which method led to

better test scores. Observing the overall means, the CBCM Instructional Strategy has a grand mean score

difference of (21.92-9.72=12.2) 12.2 units higher in comparison with the CS group.

This indicates that the CBCM group led to better test scores on Attainment of Concepts. Hence, the

experimental treatment proved to be significantly more effective. Thus it can be concluded that, Computer

Based Concept Mapping Instructional Strategy is more effective when compared to that of CS of teaching

Science in improving Attainment of Concepts in the students of Standard nine.

2. Students’ Level (Levels L1, L2, L3 – FB)

The obtained F-value with respect to Factor FB is found to be 17.44 and the corresponding table value is

4.96 with df 2 and 66 at 0.01 level. Since the obtained FB value is greater the tabled F-value, the value is

significant and hence the null hypothesis (H02) is rejected. Thus, the alternative hypothesis H2 is accepted.

H2: There is a significant difference in the Above average, Average and Below Average levels of students in

improving Attainment of Concepts of Secondary School Students.




From the Table- 2, it is revealed that:

There is sufficient evidence at the 0.01 level that the three levels of students differed. Therefore, there is a

statistically significant difference in the test results between Above Average, Average and Below Average

group of students.

From the Tables- 2 and 3, it is noticed that:

There is evidence at the 0.01 level that the Above Average, Average and Below Average group of

students differed in their performance on Attainment of Concepts. The F-value indicates a statistically

significant difference, but it does not indicate which group is better in its performance. Looking at the

grand means it is noticed that the Above Average (L1) group mean (19.17) is greater than that of the

Average (L2) group mean (15.25) and Below Average (L3) group mean (13.06). Hence, it is concluded

that the Above Average performed significantly better than Average and Average performed

significantly better than Below Average students in Attainment of Concepts.

3. Interaction effect: ( FAB )

The obtained F-value with respect to Factor FAB is found to be 1.98 and the corresponding table value is

4.96 with df 2 and 66 at 0.01 level. Since the obtained FA value is less than the tabled F-value, the value

is not significant and hence the null hypothesis (H03) is accepted.

From the Table 2, it is revealed that:

There is no evidence for interaction between treatments and levels at the 0.01 level that is, an interaction

between the type of Instructional Strategies and levels of students.

The interaction between ‘treatments’ and ‘levels’ of students is not significant. In other words, when

‘treatments’ and ‘levels’ of students are allowed to interact, they are significantly not effective. The non-

significant interaction indicates that the groups changed in the same way in improving Attainment of

Concepts for the three levels of students.




Major findings

1. Computer Based Concept Mapping Instructional Strategy is more effective when compared to that of CS

of teaching Science, in improving Attainment of Concepts of Secondary School students of Standard

nine.

2. The performance on Attainment of Concepts of students revealed that;

Above Average performed significantly better than Average; and

Average performed significantly better than Below Average.

3. The difference between Computer Based Concept Mapping Instructional Strategy and CS of teaching

Science is independent of the levels (Above Average, Average and Below Average) of students in

improving Attainment of Concepts.

Conclusion and Implications of the study

Education is a process of gaining knowledge. The innovative method like CBCM instructional strategy offers

benefits to both students and teachers. Concept maps allow students to think deeply about science by helping

them to better understand and organize what they learn, and to store and retrieve information more

efficiently. Computer-Based Concept maps are also valuable tools for teachers because they provide

information about students’ understanding. Teachers can examine how well a student understands science by

observing the sophistication of their concept map.

Present study has proved that CBCM Instructional Strategy is more effective when compared to that of CS in

improving Attainment of Concepts in science. This study has implications for student centric learning. It

has been found to be a systematic strategy to improve classroom instruction across various disciplines and

hence its inclusion in the teacher education curriculum will be a major step in making its application possible

at the grass root level. The teachers of all levels need sufficient training to use CBCM software’s like

‘Inspiration’ to improve Attainment of Concepts in their students. Efforts in this direction will surely bring in

improvement in student performance.

References

1. Asan, A. (2007). Concept Mapping in Science Class: A Case Study of fifth grade students. Educational

Technology & Society, 10(1), 186-195.

2. Chang, K.E., Sung, Y.T., and Chen, S.F. (2001). Learning through CBCM with scaffolding aid. Journal of

Computer Assisted Learning, 17, 21-33.

3. Kwon, S. Y., and Cifuentes, L. (2007).Using Computers to Individually-generate vs. Collaboratively-

generate Concept Maps. Educational Technology and Society, 10 (4), 269-280.

4. Liu, P.-L., Chen, J. C., and Chang, Y. J.(2010). Effects of a Computer-assisted Concept Mapping learning

strategy on EFL college students’ English reading comprehension. Computers and Education 54, 436–

445.

5. Riley, N. R., &Ahlberg, M. (2004). Investigating the use of ICT-Based Concept Mapping techniques on

creativity in literacy task.Journal of Computer Assisted learning 20, 244–256.




6. Royer, R. and Royer, J. (2004). Comparing Hand Drawn and Computer Generated Concept Mapping.

Journal of Computer s in Mathematics and Science Teaching, 23(1), 67-81. Norfolk, VA: AACE.

7. Vural, Ö. F. (2010). Effectiveness of concept maps in learning from a Computer-Based instructional video

resource. Turkey: Texas A and M University.


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